,^3S.  i 


Wjv  * ■ , 

EDUCATIONAL 

ACTIVITIES 

IN  THE  TRAINING  CAMPS 


Issued  by  the 

EDUCATIONAL  BUREAU 
The  National  War  Work  Counol 
OF  THE  Young  Men’s  Christian  Associations 
OF  THE  United  States 
124  East  28th  Street,  New  York  City 


Digitized  by  the  Internet  Archive 
in  2016 


https://archive.org/details/educationalactivOOnati 


Educational  Activities  in  the 
Training  Gamps 


PURPOSE 

There  are,  or  will  soon  be,  600,000  men  in  train- 
ing for  service  overseas.  This  vast  force  will, 
generally  speaking,  spend  the  fall  and  winter 
months,  possibly  till  March,  in  wooden  barracks, 
mostly  two  stories  high,  sleeping  in  dormitories 
and  eating  together  at  a common  table.  They  are 
young  men  representing  the  rank  and  file  of  our 
population.  They  will  be  kept  busy  at  a most 
serious  occupation,  being  welded  into  a united 
force,  each  man  giving  willing  obedience  to  his 
superior  officers. 

To  achieve  most  they  must  see  things  in  the  right 
way,  feel  right,  think  right,  and  act  right.  Every- 
thing we  do  educationally,  therefore,  must  con- 
tribute to  these  ends.  The  immediate  must  take 
the  place  of  the  more  remote.  Helping  to  win  this 
great  struggle  is  our  present  duty. 

EDUCATIONAL  METHOD 

Our  educational  method  is  determined,  in  part, 
at  least,  by  our  purpose,  and  this  method  is  in  har- 
mony with  the  more  progressive  educational 
thought  of  the  day.  Starting  with  the  men  in  Camp, 
we  ask  “What  are  their  immediate  needs?”  and 
then  we  develop  courses  to  meet  these  needs.  This 
approach  appeals  to  the  hard  sense  of  the  officers 
and  fits  in  with  the  desires  of  the  men,  nor  is  it  in- 
consistent with  a large  and  enduring  educational 
program. 

ILLUSTRATIONS  OF  THE  EDUCATIONAL 
APPROACH 

1.  English  for  Foreigners 

There  are  many  foreign-speaking  men  in  the 
cantonments.  They  must  know  how  to  understand, 
read,  and  give  orders  in  English.  They  must  also 
be  trained  in  the  principles  of  better  citizenship. 


1 


The  English  lessons,  therefore,  are  conversation- 
al, and  as  nearly  as  possible  arranged  to  fit  into 
the  daily  duties  of  the  men.  Technical  rules  of 
grammar  and  much  of  the  material  often  given  in 
English  courses  are  omitted. 

The  men  should  be  taught  to  read  the  signs  about 
camp,  know  the  letters  of  the  alphabet  as  they 
appear  on  company  streets,  read  and  understand 
orders  given,  and  use  the  English  language  at  least 
sufficiently  to  make  themselves  understood.  Teach- 
ing English  to  foreigners  is  worth  all  it  costs  in 
patience  and  effort. 

Texts  Suggested  (Secured  through  Association 
Press) 

English  for  Coming  Americans,  Roberts. 
Military  Series  D,  for  beginners,  without 
charts  and  supplemented  by  blackboard 
exercises. 

English  for  Coming  Americans,  Roberts. 
Domestic  Series  A,  with  charts. 

Beginners’  Readers,  Roberts.  Numbers  1,  2, 
and  3,  following  1 above,  or  1 and  2 above. 

Advanced  Reader,  Roberts. 

English  for  Foreigners,  Book  1,  O’Brien. 
Useful  with  foreigners  who  know  their  own 
language. 

English  for  Foreigners,  Book  2,  O’Brien. 
A reading  and  elementary  civics  book  com- 
bined, for  use  following  the  Roberts’ 
Readers. 

Civics  for  New  Americans,  Hill  and  Davis. 
A reader  for  use  after  the  men  are  able  to 
read  with  some  ease. 

2.  Elementary  Courses 
In  many  of  the  cantonments  there  are  those  who 
cannot  read  and  write.  It  becomes  our  duty — often 
the  work  is  assigned  to  us  by  the  military  author- 
ities— to  prepare  these  men  in  the  most  elementary 
fashion.  They  have  adult  feelings  and  experiences, 
and  are  without  the  training  to  give  expression  to 
these  feelings. 

The  approach  to  this  problem  will  have  to  be 
2 


worked  out  in  a new  way,  starting  from  the  camp 
needs  and  relating  daily  activities  to  an  instruc- 
tion program.  Our  task  is  to  train  illiterate  whites, 
blacks,  Indians,  and  half-breeds  for  efficiency,  and 
at  the  same  time  to  fit  them  for  citizenship. 

Texts  Suggested  (Secured  through  Association 

Press) 

The  texts  recommended  should  be  supplemented 
by  special  lessons  related  to  camp  duties.  The 
barracks,  the  mess  halls,  the  Young  Men’s  Chris- 
tian Association  buildings,  the  orders  of  the  officers, 
and  the  general  camp  regulations  afford  a basis  for 
supplementary  work  in  English,  in  arithmetic,  in 
camp  sanitation,  in  local  and  general  geography, 
in  personal  hygiene,  in  modern  civics  and  govern- 
ment, and  in  camp  morale.  Use  dispatches,  tele- 
grams, and  orders  from  headquarters  to  give  point 
to  the  formal  lessons  as  outlined  in  the  following 
texts : 

Soldiers’  First  Book,  Stewart.  For  beginners. 

English  Reader,  Roberts.  An  elementary  text 
adapted  for  adults  who  have  had  a little 
elementary  work. 

Country  Life  Readers,  Books  1 and  2,  Stew- 
art. Prepared  for  use  in  the  “moonlight 
schools”  of  the  South. 

Note.  There  are  in  preparation  two  texts,  one 
by  Mrs.  Stewart  of  the  Illiteracy  Commission  of 
Kentucky,  and  one  by  the  Bureau  of  Education, 
Washington,  D.  C.,  which  promise  something  of 
value. 

The  Story  of  Old  Europe  and  Young 
America,  Mace  and  Tanner.  Gives  a basis 
for  language  work,  geography,  and  history 
discussions,  and  is  suitable  for  those  who 
know  how  to  read,  after  an  interest  has  been 
aroused  in  the  question  of  backgrounds, 
American  Hero  Stories  (1492-1865),  Tap- 
pan.  Is  suitable  as  a reader  combining  his- 
tory, story,  and  geography. 

Beginners’  History,  Mace.  Valuable  for  a 
slightly  more  advanced  group. 


3 


Elementary  Science,  Coulter.  Simple  and 
interesting  and  will  aid  in  the  practical  ap- 
proach to  the  needs  of  the  men  in  training. 
It  is  for  men  able  to  read  simple  English. 

Geography  Manual,  Frye. 

Geography,  Dodge.  Both  of  these  books  pre- 
sent excellent  material  in  an  interesting  way. 

3.  School  Subjects — Junior  High  School 
Grade 

Many  men  now  in  the  Army  were  compelled  to 
leave  school  early  in  life  before  finishing  an  ele- 
mentary course.  These  are  handicapped  in  many 
ways  and  must  be  given  an  opportunity  to  equip 
themselves  for  a larger  service  in  the  Army,  and 
for  a more  useful  life  when  they  return  to  civil 
occupations. 

The  work  offered  should  bear  little  of  the  nomen- 
clature of  the  school.  The  content  of  each  course 
should  include  problems  in  arithmetic,  English, 
spelling,  etc.,  related  to  camp  life.  Centering 
around  his  gun,  his  tent,  his  cantonment,  numerous 
problems  may  be  found  for  the  soldier,  the  solu- 
tion of  which  will  give  point  and  practical  value  to 
the  work  in  Camp.  In  English,  reading  dispatches 
and  orders,  reading  commands,  understanding  and 
developing  habits  of  neatness,  orderliness,  and 
alertness  through  strict  attention  to  details  will 
furnish  a basis  for  courses  immediately  helpful. 
In  Mathematics  translating  miles  into  kilometers, 
determining  heights  by  measurements,  and  working 
out  camp  problems  give  the  approach  desired. 

The  following  textbooks  as  a basis  for  this  work 
are  suggested,  but  these  should  be  supplemented 
by  lesson  material  drawn  from  camp  life. 

Mathematics 

Complete  Arithmetic,  Wentworth  and  Smith. 
For  the  last  four  years  of  the  grammar 
school. 

Community  Arithmetic,  Hunt.  For  students 
of  the  upper  grades  of  the  elementary  school 
or  in  the  Junior  High  School.  This  text 
works  from  the  practical  problem  point  of 
view. 


4 


Vocational  Arithmetic,  Vincent.  A prac- 
tical text  in  arithmetic  and  business  forms, 
including  exercises  in  spelling  and  defining. 

Arithmetic  by  Practice,  Werremeyer.  Of- 
fers a list  of  problems  related  to  work  along 
industrial  and  vocational  lines. 

Business  and  Industrial  Practice,  Walsh  and 
Suzzalo.  Designed  to  train  in  meeting  the 
ordinary  demands  of  life. 

Essentials  of  Business  Arithmetic,  Van 
Tuyl.  For  business  schools  and  academic 
high  schools,  designed  to  develop  skill  in 
the  fundamental  operations. 

Modern  Business  Arithmetic,  Finney  and 
Brown.  Includes  topics  and  types  of  prob- 
lems arising  in  common  business  practice. 

Arithmetic,  Stone-Millis.  Helpful  in  sug- 
gesting practical  approaches  in  teaching 
arithmetic. 

Higher  Mathematics 

Almost  any  modern  text  will  serve  the  purpose 
desired  in  the  hands  of  a good  teacher. 

School  Algebra,  Wentworth  and  Smith. 

Plane  and  Solid  Geometry,  Wentworth  and 
Smith. 

Vocational  Algebra,  Wentworth  and  Smith. 

Plane  Trigonometry  with  Applications, 
Wilczynski  and  Slaught. 

History  arid  Civics 

The  Leading  Facts  of  French  History, 
Montgomery. 

American  History,  Muzzey. 

The  Plain  Story  of  American  History,  Bas- 
sett. Grammar  School  Grade. 

The  Community  and  the  Citizen,  Dunn. 

The  New  Civics,  Ashley. 

Outlines  of  Furopean  History,  Part  I,  Rob- 
inson and  Breasted.  To  the  opening  of  the 
eighteenth  century. 


5 


Outlines  of  European  History,  Part  II, 
Robinson  and  Beard.  From  the  seventeenth 
century  to  the  War  of  1914. 

Science 

Elements  of  Military  Hygiene,  Ashburn. 
Specially  arranged  for  officers  and  men. 

First  Aid  in  Emergencies,  Eliason. 

The  Story  of  Foods,  Crissey.  Presents  sub- 
jects of  daily  interest,  including  the  agencies 
concerned  in  the  production,  preparation, 
and  distribution  of  foods. 

Practical  Biology,  Smallwood-Reveley-Bai- 
ley.  A simple,  workable,  and  attractive 
course  in  Biology. 

Physics  with  Applications,  Carhart  and 
Chute.  Presents  the  practical  aspects  of  the 
subject,  including  some  of  its  commercial 
applications. 

High  School  Geography,  Parts  1 and  2, 
Dryer.  Physical  and  Economic.  It  is  de- 
signed to  make  students  think. 

A Civic  Biology  Presented  in  Problems, 
Hunter. 

Commerce  and  Industry,  Smith.  A text  for 
use  by  advanced  students. 

Healthy  Living,  Winslow.  Gives  in  a prac- 
tical fashion  the  practice  of  physiology,  hy- 
giene, and  sanitation. 

English 

Practical  English  for  High  Schools,  Lewis 
and  Hosic.  The  latter  half  of  the  text  is  of 
particular  value  in  connection  with  educa- 
tional work  in  the  camps. 

Effective  English,  Claxton  and  McGinniss. 
Approaches  the  subject  from  the  problem 
point  of  view. 

Practical  Argumentation,  Pattee.  A discus- 
sion of  the  questions  which  arise  in  debating 
and  in  the  preparation  of  briefs. 


6 


American  Literature,  Pace.  Presents  read- 
ings from  the  leading  American  authors. 

Parliamentary  Law,  Paul.  Gives  forms  and 
diagrams  of  motions  based  on  Roberts’ 
“Rules  of  Order,”  for  use  in  debating  and 
discussion  clubs. 

Selected  English  Classics  will  furnish  valu- 
able supplementary  material. 

4.  Conversational  French 

Our  men  will  soon  go  to  France.  There  they 
will  mingle  with  French  people  and  will  be  called 
upon  to  understand  and  use  the  language  in  con- 
nection with  their  military  duties. 

The  limited  time  and  the  special  need  determine 
the  content  of  the  work.  As  quickly  as  possible  the 
ear  must  be  trained  to  hear  and  understand,  the  eye 
to  read  and  see,  and  the  tongue  to  express. 

The  teacher  is  an  important  factor  in  this  work. 
Knowledge  of  the  language,  skill  in  teaching,  and 
enthusiasm  in  presentation  are  essential.  Little 
grammar  is  desired,  and  this  only  upon  a natural 
demand  for  explanation  from  the  students  them- 
selves. 

There  are  many  courses  in  French,  each  with 
special  merit.  We  are  suggesting  tentatively  a few 
texts  which  will  need  to  be  supplemented  by  prac- 
tical series  of  conversations,  related  to  the  life  of 
the  soldiers  in  France  and  in  the  Army.  Other 
modern  languages — Italian,  Russian,  Spanish,  Ger- 
man— will  be  given  as  desired. 

French  Texts  (Secured  through  Association  Press) 

First  Aid  in  Learning  French,  Hervey  and 
Wilkins.  A manual  rather  than  a text,  to  be 
supplemented  by  blackboard  exercises  given 
by  the  teacher. 

First  Lessons  in  Spoken  French  for  Men  in 
Military  Service,  Wilkins,  Coleman  and 
Huse.  Contains  a little  grammar.  Adapted 
for  use  in  the  camps. 

English-French  Handbook.  Issued  by  the 
National  Security  League  and  distributed 
by  them  without  cost.  For  the  use  of 


7 


the  United  States  soldiers.  A manual  which 
will  need  to  be  supplemented  by  the  teacher. 

La  Soldat  Americain  en  France,  Wilkins, 
Coleman  and  Huse.  A reader,  suitable  as  a 
basis  for  conversations,  giving  much  infor- 
mation concerning  French  life  and  customs. 

French  in  Twenty  Lessons,  Cortina.  For  use 
with  phonographic  records. 

Cortina  French  and  English  Military  Man- 
ual, Jean  A.  Picard.  For  use  with  phono- 
graphic records. 

Note.  Two  textbooks  for  each  student  and 
twenty  records  and  one  phonograph  for  use  by 
small  groups  of  ten  or  twelve  may  be  secured,  and 
classes  may  be  conducted  at  small  cost  per  student 
— approximately  $5.00  for  fifty  half-hour  sessions. 
It  is  found  that  the  twenty  records  will  require 
about  fifty  half-hour  periods. 

If  a leader  who  knows  a little  French  can  be  se- 
cured, this  method  of  teaching  French  has  much  to 
recommend  it. 

The  Language  Phone  Method.  An  elemen- 
tary course  followed  by  military  French  les- 
sons— twenty  in  all.  For  use  with  phono- 
graphic records.  The  above  note  applies  to 
this  also. 

La  Belle  France,  Monvert.  Adapted  as  a 
reading  text  for  beginners. 

French  Life,  Allen  and  Schoell.  Suitable  as 
a reader  for  those  who  know  a little  French. 

French  Scientific  Reader,  Francis  Daniels. 
Illustrates  the  part  French  scientists  have 
played,  and  is  suitable  for  advanced  students 
only. 

Hospital  French,  by  Ernest  Perrin.  A man- 
ual with  questions  and  general  conversations 
relating  to  hospital  service. 

Quartermaster  and  Ordnance  Supply.  A 
series  of  questions  developed  to  meet  a need. 

Le  Francais  et  sa  Patrie,  Talbot.  Reader  for 
first  year  students;  is  interesting  and  instruc- 
tive. 


8 


Soldiers’  Service  Dictionary,  F.  H.  Vizetelly. 
Recommended  for  those  who  want  a handy 
manual. 

Gasc’s  Little  Gem  French  Dictionary. 
Pocket  size.  Is  of  value. 

The  Ideal  System  of  Teaching  French, 
Gaudel.  Includes  an  appendix  of  French 
phrases  for  soldiers. 

5.  Technical  and  Vocational  Training 
(Advanced  Courses) 

There  are  in  the  cantonments  many  occupations, 
157  by  one  count,  in  which  men  are  now  engaged. 
Increasing  the  efficiency  in  the  doing  of  these  tasks 
is  the  immediate  purpose  of  our  educational  work. 
Consequently,  the  need  will  first  be  determined  and 
then  the  way  in  which  that  need  can  be  met  will  be 
worked  out. 

Some  of  the  men  will  want  industrial  and  engi- 
neering courses,  such  as  principles  of  chemistry, 
electricity,  physics,  heat,  light,  sound,  drawing  and 
designing,  strength  of  materials,  higher  mathe- 
matics, applied  mechanics,  etc. 

Others  will  be  interested  in  business  courses,  such 
as  bookkeeping,  accounting,  commercial  law,  busi- 
ness English,  report  writing,  advertising,  salesman- 
ship, public  speaking,  scientific  management,  ap- 
plied psychology,  character  analysis,  etc. 

Whatever  the  demand  for  instruction,  the  Young 
Men’s  Christian  Association  endeavors  to  meet  it. 
With  such  an  approach  we  can  look  to  the  officers 
and  to  the  men  for  their  active  support  of  the  edu- 
cational program,  because  it  will  be  of  direct  in- 
terest to  the  men  and  will  fit  them  for  better  service. 

Note.  Some  of  the  texts  indicated  above  will  be 
found  suitable.  Others  will  be  suggested  upon 
request. 

6.  Club  Groupings  and  Classes:  Lecture  and 
Discussion  Courses 

A program  of  activities  to  induce  right  thinking 
and  right  acting  throughout  the  War  and  also  later, 
when  the  men  return  to  civil  life,  is  important. 
Contentment,  camp  spirit,  and  camp  morale  will 


9 


result  from  the  proper  kind  of  educational  activ- 
ities. If  the  conviction  can  be  built  up  in  the 
minds  of  the  men  that  they  are  fighting  in  a cause 
worth  while,  the  efforts  spent  will  not  be  in  vain. 

With  this  in  mind,  study  courses — relating  to  the 
background  of  the  War,  history,  civics,  literature, 
social  conditions,  geography,  and  practical  science 
— are  being  developed  for  use  in  the  various  can- 
tonments, with  a view  to  the  cultivation  of  reading 
and  study  habits.  The  approach  in  every  instance 
should  be  from  the  point  of  view  of  the  present, 
leading  from  that  to  the  backgrounds.  Thus,  in 
history,  present  wars  and  present  social  and  eco- 
nomic conditions  suggest  other  wars  and  former 
conditions.  Reconstruction,  now  so  much  discussed, 
can  lead  us  to  our  own  civil  war  and  the  following 
period  of  reconstruction.  Other  approaches  will 
readily  suggest  themselves. 

The  “preceptorial”  system,  added  to  the  “uni- 
versity extension”  idea,  is  in  brief  the  plan.  Lec- 
turers live  in  camps  for  a week  at  a time,  say,  from 
Monday  to  Friday,  inclusive,  and  rotate  from  build- 
ing to  building,  thus  giving  their  inspirational 
message  to  the  entire  camp.  Out  of  such  activities 
there  develop  special  study  classes  under  local 
volunteer  preceptors. 

A carefully  selected  library,  covering  one  or  all 
of  the  following  topics,  is  provided  by  the  Ameri- 
can Library  Association  upon  request.  A few  texts 
are  suggested.  Others  will  be  mentioned  as  the  out- 
lines are  prepared. 

Texts  Suggested  (Secured  through  Association 

Press) 

Political  and  Social  History  of  Modern 
Europe,  Hayes.  Vol.  I,  1500-1815.  Vol.  II, 
1815-1915. 

Diplomatic  Background  of  the  War,  Sey- 
mour. 

Historical  Backgrounds  of  the  Great  War 
— Its  Origins  and  Warnings,  Adkins. 

The  New  Map  of  Europe,  Gibbons. 

Headquarters  Nights,  Kellogg.  A study  in 
psychology. 


10 


How  France  Is  Governed,  R.  Poincare. 
France  Today,  P.  Sabatier. 

French  Life  in  Town  and  Country,  Lynch. 
France  Under  the  Republic,  J.  C.  Bracq. 
French  Traits,  W.  C.  Brownell. 

French  Renaissance,  C.  Sarolea. 

French  Perspectives,  E.  S.  Sergeant. 

The  following  are  some  of  the  general  headings 
under  which  special  short  term  courses  are  in- 
cluded: 

a.  Civic  and  Social  Questions 

Historical  Causes  of  Local  Government 
the  War  Biological  Bases  of  the 

Backgrounds  of  the  War:  racial  traits;  an- 

War  thropology.  Human 

Municipal  Affairs  needs  and  the  ways  in 

National  Affairs  which  they  are  sup- 

Comparative  Govern-  plied.  Maladjustment 

ment  problems. 


American 

European 

English 

French 

German 


b.  History 

Russian 

Italian 

Japanese 

Chinese 


Use  as  references  texts  which  present  the  subjects 
in  an  appealing  fashion.  The  struggle  for  liberty 
in  its  various  aspects  in  each  country  will  serve  as 
a central  theme. 


c.  Literature,  Classical  and  Modern 

French  Polish 

English  Italian 

American  Russian 

German,  etc. 

The  great  masterpieces  giving  the  best  thought  of 
all  time  will  appeal  to  the  men  at  home  and  abroad. 
For  the  leisure  hour  lighter  productions  will  best 
serve  the  ends  desired. 

“Reading  maketh  a full  man,  conversation  a 
ready  man,  but  writing  an  exact  man.” 

11 


d.  World  Problems 


The  World  Being  Democratized. 

Political,  Diplomatic,  and  Consular  Service. 

Labor  and  Industry — Public  Control  of  Utilities. 

The  Organization  of  the  World  for  Democracy. 

e.  Geography  ( using  on  occasion  Motion  Pictures 
and  Stereopticon  Slides) 

The  Movements  of  Peoples  Since  the  Dawn  of 
History. 

Commercial  Geography  as  a Basis  for  Trade  and 
Industry. 

Industrial  Organization.  Welfare  Work. 

Effects  of  Soil  and  Climate  Upon  Human  Wel- 
fare. 

Travel  Talks,  showing  the  customs  and  institu- 
tions of  peoples  in  various  lands. 

/.  Philosophy 

The  Meaning  of  Today’s  Events. 

Political  Philosophy. 

General  Spirit  of  Modern  Philosophy — its  de- 
fects and  virtues. 

Modern  Prophets  and  Their  Messages. 

g.  Science 

Popular  and  practical  discussions  of  Astronomy, 
Geology,  Natural  History,  etc. 

New  Civic  and  Social  Ideals.  This  world  con- 
flict is  shaking  all  of  us  into  new  relationships. 
Questions — social,  moral,  and  religious — are  now 
asked  that  were  never  dreamed  of  before,  and  they 
deserve  answers  that  are  thoughtful.  There  is  in 
process  even  now  a reconstruction  in  the  standards 
and  ideals  of  all,  a recasting  of  old  forms  into  new- 
er ones.  Whether  we  like  it  or  not,  we  are  being 
forced  into  greater  world  relationships,  which  place 
upon  us  responsibilities  that  we  as  a nation  cannot 
evade.  One  of  these  is  the  development  of  new 
civic  and  social  ideals.  The  plans  indicated  above 
are  designed  to  help  meet  this  need. 


7.  Health,  Hygiene,  Camp  Morale 

In  cooperation  with  the  Camp  Physical  Director, 
the  Physical  Work  Bureau,  and  the  Bureau  of  Social 
Hygiene,  the  formation  of  reading  clubs  is  urged 
for  the  purpose  of  studying,  among  other  questions : 

Community  Health  and  Sanitation, 

Care  of  the  Person, 

Standards  of  Conduct — Ideals, 

Sex  Hygiene. 

Texts  Suggested  (Secured  through  Association 

Press) 

How  TO  Live,  Fisher  and  Fisk. 

The  Efficient  Life,  Gulick. 

The  Physical  Effects  of  Smoking,  Eisher 
and  Berry, 

Preventable  Diseases,  Hutchinson. 

Making  Life  Worth  While,  Fisher. 

Rational  Sex  Life  for  Men,  Exner. 

The  Dynamic  of  Manhood,  Gulick. 

Life’s  Clinic,  Hooker. 

Friend  or  Enemy,  Exner  (Pamphlet) . 

8.  Self-Governing  Clubs  and  Special 
Grouping 

Musical — Banjo,  Mandolin,  Guitar. 

Singing — Chorus — Orchestra. 

Debating — ^Topics  of  current  interest. 

Current  Topics — Using  material  in  papers, 
magazines,  periodicals,  and  standard  books. 

Discussion  Clubs. 

9.  Stereopticon  Slides 

There  are  now  being  accumulated  stereopticon 
lectures  of  an  educational  nature  for  use  in  the 
Training  Camps  and  abroad.  The  subjects  will 
cover  a wide  range,  including  general  science,  geol- 
ogy, astronomy,  history,  travel,  exploration,  indus- 
try, health  and  welfare  problems,  manners  and 
customs  of  peoples,  natural  history,  art  and  archi- 
tecture, etc.  Suggestions  as  to  specific  topics  are 
desired. 


13 


ORGANIZATION  OF  THE  WORK  IN  EACH 
CANTONMENT 


(See  Educational  Manual) 

1.  A General  Committee  in  each  cantonment  to 
advise  concerning  the  best  approach  to  the  prob- 
lem, and  to  devise  ways  and  means  to  carry  out  a 
large  educational  program. 

2.  Local  Committees  in  connection  with  each  of 
the  Association  buildings  in  each  cantonment,  to 
promote  and  to  operate  the  courses  or  activities 
planned. 

3.  A Community  Committee  in  the  neighbor- 
hood of  the  camp,  to  cooperate  with  the  camp 
committee  in  securing  talent,  such  as  lecturers,  en- 
tertainers, and  teachers,  and  material,  such  as 
books,  magazines,  musical  records,  newspapers, 
blackboards,  and  other  needed  equipment. 

Note  1.  The  American  Library  Association,  the 
State  and  local  libraries,  the  schools  and  colleges, 
the  Commission  on  Training  Camp  Activities,  and 
other  agencies,  will  be  glad  to  cooperate  in  this 
large  task.  In  many  instances  there  will  be  found 
committees  ready  to  do  this  work.  Use  them. 

Note  2.  Do  not  delay  forming  educational 
classes  for  committee  organization.  Start  French 
classes,  classes  in  elementary  subjects,  clubs,  etc., 
at  once. 

PROCEDURE  IN  ORGANIZING  THE  WORK 
(See  Educational  Manual) 

1.  Secure  the  general  and  special  committees, 
either  by  appointment  after  consultation  with  offi- 
cers and  men,  or  by  election. 

2.  At  a conference  with  the  committees,  deter- 
mine upon  an  advertising  program,  using  bulletin 
boards,  local  newspapers,  including  Camp  and 
Trench,  the  personal  approach,  and  such  leaflets 
as  are  supplied  by  the  Educational  Bureau.  Find 


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out  if  possible  what  each  man  is  interested  in,  and 
locate  leadership  talent  within  the  cantonment.  It 
is  better  to  encourage  each  cantonment  to  care  for 
itself  as  fully  as  possible. 

A demonstration  class  which  has  been  well  ad- 
vertised produces  results.  Have  talks  by  men  able 
to  arouse  enthusiasm  and  then  follow  these  up  by 
definite  enrolment. 

A company  or  regimental  canvass  can  be  fol- 
lowed with  profit  for  some  classes — particularly 
elementary  subjects.  Work  through  a sympathetic 
officer. 

3.  Train  your  leaders  in  teaching  methods,  call- 
ing upon  the  Educational  Bureau  for  such  help 
as  may  be  given  by  conference  or  by  correspond- 
ence. Do  not  delay  action,  however,  for  detailed 
directions. 

4.  The  educational  staff  will  cooperate  with  the 
entire  staff,  but  in  a special  way  with  the  religious 
work  director  and  the  physical  director. 

5.  Classes  and  groups  will  meet  at  times  and 
places  agreed  upon,  in  Association  buildings,  bar- 
racks, mess  halls,  etc. 

6.  Teachers  will  be  secured  from  the  camps  for 
the  most  part,  but  a few  can  be  furnished  by  the 
Community  Committee. 

7.  A charge  should  be  made  for  texts  used,  and 
in  some  instances  for  class  instruction — to  cover 
the  cost  of  a paid  teacher  when  a volunteer  cannot 
be  secured. 

8.  A record  of  enrolment  and  attendance 
should  be  kept  for  each  class,  to  stimulate  interest 
and  to  afford  an  accurate  basis  for  reports  of 
results  attained.  See  Association  Press  for  a Class 
Record  Book. 

9.  In  the  interests  of  teaching  efficiency  the  class 
work  should  be  graded  as  closely  as  is  possible. 
Limit  the  number  in  each  class  and  encourage  reg- 
ular attendance. 


15 


TWO  CONTENDING  PHILOSOPHIES 


It  is  evident  that  there  are  in  this  conflict  two 
contending  ideas  or  philosophies.  One  is  the 
philosophy  of  force,  which  tests  right  and  justice 
hy  success,  and  which  subordinates  all  humane  feel- 
ings— such  as  love,  gentleness,  mercy,  kindness,  and 
regard  for  the  wishes  of  others — to  the  stern  dic- 
tates of  the  law  of  the  survival  of  the  fittest,  based 
on  brute  strength. 

The  other  viewpoint  is  based  on  the  spirit  back  of 
the  ideas  of  “mutual  aid,”  cooperation,  brother- 
hood, and  united  action  in  the  interests  of  all.  This 
is  a democratic  idea,  in  the  interest  of  which  the 
rest  of  the  world  is  united  against  the  Teutonic 
forces. 

The  first  view  maintains  that  the  world  would 
benefit  if  force  were  the  dominating  idea,  if  people 
were  controlled  and  managed  by  those  at  the  top. 
The  second  view  urges  that  a large  measure  of  in- 
dividual liberty  is  essential  to  the  happiness  and 
welfare  of  man.  That  this  liberty  may  be  used  to 
advantage  and  not  abused,  the  educational  inherit- 
ance we  have  and  the  ideals  in  which  we  believe 
must  be  given  to  these  young  men  who  are  now 
preparing  to  serve  their  country.  Their  off-duty 
hours  must  be  turned  to  profit,  and  there  must  be 
aroused  in  each  a love  for  study  and  a desire  for 
self-improvement. 


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